

34*7/ 



BULLETIN OF THE EXTENSION 
DIVISION, INDIANA UNIVERSITY 



Entered as second-class mail matter, October 15, 1915, at the post-office at Bloom- 
ington, Indiana, under the Act of August 24, 1912. Published monthly by Indiana 
University, from the University Office, Bloomington, Indiana. 



Vol. VII 



BLOOMINGTON, INDIANA 



No. 7 




Open Air Schools 

By 

Mrs. Avis Tarrant Burke 

Assistant, Public Welfare Service, Extension Division, 

Indiana University 



MARCH, 1922 



Services of the Extension Division 



Extension Teaching Service 

Correspondence Study 
Class Instruction 
Indianapolis Extension Center 
Fort Wayne Extension Center 
Lectures and Music Programs 
Commencement Addresses 
Teachers' Institute Instruction 

Public Welfare Service 

Bureau of Parent-Teacher Associations 
Bureau of Child Welfare 
Play and Recreation Service 
Public Discussion Bureau — 

Package Libraries 

Club Programs and Outlines 

State High School Discussion League 

Reference Service 

Drama Service 
Visual Instruction Bureau — 

Loan of Lantern Slides 

Motion Pictures 

Loan of Picture Exhibits 

Welfare Exhibits 
General Welfare Service — 

Surveys and Investigations 

Community Centers 

Home Reading Courses 

Health Education Campaigns 

Information Service 

Publications 



LIBRARY OF CONGRESS 

RECEIVED 

DOCUMENTS D»V«34U» 



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Foreword 



This bulletin is published by the Extension Division of Indiana 
University as a part of its contribution to child health. The material 
included was gathered largely during five years of experience in teach- 
ing in an open air school. The information on open air schools in 
Indiana was furnished by persons in the local communities described. 
Special acknowledgment should be made to the following persons for 
their assistance in the preparation of this bulletin: Mr. Murray Auer- 
bach, executive secretary of the Indiana Tuberculosis Association; Mr. 
E. U. Graff, superintendent of schools, Indianapolis; Dr. William F. 
King, assistant secretary of the State Board of Health; Miss Mary E. 
Murphy, assistant director of the Elizabeth McCormick Memorial Fund, 
Chicago; Mr. Frank A. Manny, Boston, Mass.; Mrs. Ella Bagot Kehrerj 
Anderson; Miss Belle Roberts, teacher in open air school, Sunnyside, 
Oaklandon, Ind.; Miss Lillian Cannon, school nurse, South Bend; Miss 
Sara Redding, teacher in open air school, South Bend; Miss Julia E. 
Sullivan, teacher in open air room, Oliver School, South Bend; Miss 
Jane Hufford, executive of the Anti-Tuberculosis League, South Bend; 
Mr. L. C. Ward, superintendent of schools, Fort Wayne; Miss Jeanette 
E. Williams, principal of Theodore Potter School, Indianapolis; Miss 
Galvin, principal of Lucretia Mott School, Indianapolis; Miss Ima Black, 
McCoy School, Indianapolis; Miss Alma Hoss, teacher in open air room, 
School No. 9, Indianapolis; Miss Augusta Coburn, teacher of open air 
room, School No. 12, Indianapolis; Miss Green, principal of the James 
Whitcomb Riley School, Indianapolis; Miss Katherine B. Challman, 
teacher in open air room, Carpenter School, Evansville; Mr. L. P. 
Benezet, superintendent of schools, Evansville; Miss Turner, R. N. 
Boehne Camp, Evansville; Miss Naomi Blosser, public health nurse, 
Goshen; Miss Lila R. Powell, secretary of the Grant County Tubercu- 
losis Association; Miss Emma Borowski, teacher of open air school, 
South Manchester, Conn.; Miss Doris I. Osborn, teacher of School of 
Household Arts, South Manchester, Conn. 



(3) 



Contents 



The Open Air School Idea — Page 

History and Development 5 

Method of Selection of Children 7 

Building and Equipment 8 

School Routine ' 10 

Results 12 

Follow-Up Work 13 

Suggestions for Rural Communities 14 

Open Air Schools in Indiana — 

Indianapolis 16 

Fort Wayne 17 

Evansville 18 

South Bend 19 

Goshen 20 

Marion 20 

Tuberculosis Camps 20 

APPENDIX — 

Table of Ages, Heights, and Weights 22 

Topics for Mothers' Meetings 25 

Equipment 26 

Bibliography 27 



(4) 



The Open Air School Idea 



HISTORY AND DEVELOPMENT 

Most of us accept the fact that strength, vitality, and the power 
of resistance to disease are gained by a life in the open air. We have 
only to recall the stories of the feats of endurance performed by the 
Vikings of Northern Europe and by our own American Indians, as 
well as the exhibitions of strength and skill shown in the games of the 
ancient Greeks and Romans. We know that the latter were trained in 
open air gymnasia, and that teaching the youths out of doors was con- 
sidered both practicable and advisable. But the rapid growth of our 
economic and industrial system has forced people to work in factories 
and shops, and to live huddled together in tenements and crowded houses 
where there is little or no fresh air to be found. Its benefits are for- 
gotten or disregarded. 

Children suffer more from lack of pure air than do grown-ups. 
Figures show that fifty per cent of children living under adverse con- 
ditions become infected with tuberculosis before they are five years old, 
and many have the seeds of diseases which show malignant growth in 
later life. That these children are handicapped is evident as soon as 
they begin school, for the physically subnormal child is the backward 
one and the repeater. He makes nine per cent slower progress than 
the one having no defects. 

About the year 1904 the school authorities of Berlin, Germany, 
became aware that there was an unusually large number of children 
retarded in the grades of the public schools. Medical examination 
showed that these children were victims of some physical defect, — poor 
sight and hearing, tuberculosis, anaemia, malnutrition, diseased tonsils 
and adenoids, and chorea being the most common. The salutary effect 
of open air treatment for tuberculosis had long been known, and the 
idea of educating the minds of weakly children while curing their bodies 
was proposed and carried out. In a pine forest outside the city, in the 
suburb of Charlottenburg, a pavilion was erected, and one hundred and 
twenty tuberculous children were sent there for the experiment. They 
stayed all day, received three nourishing meals prepared on the premises, 
and had rest, play, and study hours. Three months later these children 
returned to their schools, completely cured. 

The news of the success of this school quickly spread to other coun- 
tries, including our own. The first open air school in the United States 
was in Providence, R.I. An abandoned schoolhouse was used, and only 
tuberculous children were admitted. About the same time, New York 
City also established a similar school for tuberculous children on an 
unused ferry-boat. The treatment and results in both schools were 
identical with those obtained at Charlottenburg. Now the idea has 
grown and been adapted so that not only tuberculous children, but 

(5) 



6 



Bulletin of the Extension Division 



those who are frail from malnutrition or any sort of physical defect 
are considered candidates for an open air school. At least one of these 
schools is maintained in nearly every large city in our country. In 
Boston, the law provides that each new school building shall contain 
one open window room. Unfortunately, the number of open air schools 




It is fun to study in the open air when one is warm and comfortable. 
(Courtesy of F. C. Huyck and Sons, Albany, N.Y.) 



is much too small to accommodate all the children who would benefit 
by them. In 1914 there were one million tuberculous children in the 
United States, of whom fifteen hundred were in open air schools. There 
were sixty open air schools, so that one may easily see that the number 
of open air schools is entirely inadequate for the tuberculous children 



Open Air Schools 7 

in our country, to say nothing of the great army of the non-tuberculous 
who need just this sort of school. 

The small number of schools is accounted for by the fact that school 
boards do not feel justified in incurring the expense of an open air 
school. In most cases where these schools have been established, the 
initial expense of equipment and cost of maintenance for a period of 
time has been borne by societies or private individuals. After the ex- 
perimental stage, such schools have, in some cases, been taken over by 
the school authorities, but in others they are still conducted wholly or 
in part with private funds. 

The feeding of the children is undoubtedly the greatest item of ex- 
pense, and while they improve faster when fed at school, such a plan 
is not necessary. Experiment has shown that a group of children in 
a schoolroom with windows open, and without school feeding, show 
better physical condition than a similar group in a room heated and 
ventilated by the uncertain and inadequate (tho expensive) systems 
with which we are familiar. With the above experiment in mind, some 
schools maintain open window rooms, in which the windows are thrown 
wide open and the children continue in regular session, studying and 
reciting while wearing their out-door wraps. 

From the most superficial observation of the results of these open 
air schools, we are compelled to admit that out-of-door air is beyond 
question the best for the human body, and we must seek for the reason. 
That the body may perform its functions, a radiation of bodily heat is 
necessary. This is accomplished best in fresh air, cool, moving, and 
moderately dry. It is almost impossible, even with a thoroly tested and 
well-recommended ventilating system, to maintain ideal conditions in 
our overcrowded schoolrooms. Instead, we find in them a varying 
amount of heat and moisture, and a harmful quantity of carbon dioxide 
and accompanying impurities given off by skin and garments, doubt- 
fully clean. Fresh out-of-door air usually has the proper degree of 
coolness and dryness for bodily health, as well as motion enough to 
carry away impurities. In speaking of the need of out-of-door air for 
the human being, Dr. Fletcher B. Dresslar in his excellent book, School 
Hygiene, points out this fact: "The human organism developed in open 
air, and its physiological processes were adjusted through countless 
ages to conditions there prevailing. Man today is adjusted to normal 
pure air such as we find in the open country and unless he is fur- 
nished with an atmosphere of approximately the same constituency as 
that prevailing in the open country he will suffer as a consequence." 
We have only to refer again to the experiments in open air schools to 
confirm the truth of Dr. Dresslar's statement. 

METHOD OF SELECTION OF CHILDREN 

Young children in the first six grades of school are those most 
benefited by an out-of-door program. Disease is not seated nor habit 
fixed, so that they respond more readily to treatment than do older chil- 
dren. Each child in school is thoroly examined by the medical inspector. 
His height and weight are compared with the normal height and weight 



Bulletin of the Extension Division 







A happy, cheerful spirit is the result of work and play in the 
open air. 
(Courtesy of Miss Jeanette Williams, principal of the Theodore Potter 

School, Indianapolis, Ind.) 

for that age; lungs, heart, and blood are tested; teeth, eyes, and ears 
are examined; and notice taken of general appearance. Record is made 
of facts discovered in order that future comparison may be possible. 
For obvious reasons the tuberculous children are segregated in a school 
of their own, while of the non-tuberculous, those needing treatment 
most are placed in another school. In any open air school, twenty-five 
pupils is the number best handled by one teacher. No law exists in 
this country which compels a child to attend an open air school, and 
permission from the parents must be obtained. The school nurse here 
plays an important part, in visiting the homes of the children, pre- 
senting the facts, and urging the need. 

BUILDING AND EQUIPMENT 

Since the movement first began there have been many types of 
open air school buildings. The first ones were chiefly makeshifts: un- 
used school buildings, roofs of schoolhouses, and balconies of hospitals. 
As a protection against the wind, these were fitted with canvas screens 
and roofs. Army tents and asbestos shacks were next used. In the 
last few years specially designed buildings have been erected. Par- 
ticular care is taken to have these with southern exposure, on well- 
drained ground, and in a pleasant locality. They are either the pavilion 
or two-floor type, some slightly heated and others with no heat except 
a stove for drying damp garments. The windows are either the slid- 
ing or pivot type, so as to insure as much air as possible. In some 
cases shutters are used to keep out direct sunlight and cutting wind; 
in others, muslin screens fitted to the windows perform the service. 



Open Air Schools 9 

The adjustable desks and chairs are movable, preferably on plat- 
forms, so that the feet may be kept warm. Various devices are used 
to protect the children from the winter cold. Many schools use the 
Eskimo costume, originated by the Elizabeth McCormick Open Air 
School in Chicago. This consists of a loose coat with hood, trousers, 
and lumberman's boots. It permits great freedom of movement. Other 
schools find the sitting bag quite as convenient and comfortable. This 
is a canvas bag shaped so as to fit the chair and lined with a thick 
blanket. It is tied to the chair, and straps pass over the shoulder to 
hold up the back and front of the bag around the child. Another type 
of bag is one which opens in such a way that it may be used for either 
a sitting or a sleeping bag. It is fitted with a hood which can be drawn 
up over the head, and an extra piece at the bottom buttons up over the 
feet. In addition to the bags, "chasing shoes", similar to those used 
by invalids at Saranac Lake, are lent. The shoes are of sheepskin 
with the fleece turned inside. Soapstones, too, have been used. Any 
provision made by the schools is supplemented by the child's own winter 
garments, coat, sweater, mittens, and toque. 

As the rest period is an important part of the daily program, 
steamer chairs or folding cots are provided. Cots are the better, as 
a cramped position is avoidable. Blankets are furnished for use on 
the cots. 

Last, but not least, a tooth-brush is given each child. 

All of the articles described are marked with the owner's name or 
number and remain his property while he is in the school. When he 




Brushing the teeth is one of the health habits learned in an open 
air school. 
(Courtesy of Miss Julia E. Sullivan, Oliver School, South Bend, Ind.) 



10 Bulletin of the Extension Division 

withdraws, the equipment is thoroly fumigated and ready for another 
child. 

In or near each open air schoolroom, accommodation can be given 
for serving the one or more nourishing meals which the children enjoy 
each day. In some instances a cottage near by has been utilized, 
domestic science rooms have been used, and in not a few cases, the 
meals have been sent to the children from school lunch counters. 

School authorities must also provide properly equipped and heated 
toilet and washrooms. 

SCHOOL ROUTINE 

Since increased health for those attending is the purpose of an 
open air school, the whole curriculum is arranged with that in view. 
In both types of school, for the tuberculous and the non-tuberculous, 
the program is much the same, except that in the case of the former 
the children are of necessity more closely watched by the medical in- 
spector and they are instructed in methods of preventing the spread 
of their disease. 

The day begins at about 8 o'clock with a breakfast of milk and 
cereal; then follows school work, interrupted by recreation periods 
until 12. At that time the children wash their faces and hands, clean 
their finger-nails and prepare for the noon meal. The following menus 
are typical of the dinners served to the open air school children in South 
Manchester, Conn. 

Monday Tuesday 

Meat loaf Baked omelet 

Baked potatoes Creamed potatoes 

Peas Scalloped corn 

Corn bread and butter Wheat bread and butter 

Tapioca cream Peaches (home canned) 



Milk Milk 



Thursday 



Wednesday 
■off Scalloped ham and potatoes 

, T71 , , , j i . . Lettuce and dressing 

Wheat bread and butter _ . . . , , .. 

Graham bread and butter 



Gingerbread and cream 
Milk 



Apple sauce 
Milk 



Friday Monday 

Scalloped haddock Goldenrod eggs on toast 

Mashed potatoes Mashed potatoes 

Corn bread and butter Graham bread and butter 

Cottage pudding and lemon sauce Chocolate bread pudding 
Milk Milk 

These meals are planned to give both the greatest variety and nourish- 
ment possible. In June, 1921, the cost per capita for the noon meal 
and the breakfast of cereal and milk (or cocoa and crackers) was 
eighteen cents. After dinner the children brush their teeth, under 



Open Air Schools 



11 



direction, and rest on the cots for an hour. Absolute quiet is the rule, 
and many children really sleep. At about 2 o'clock, school work is 
again resumed until 3:30 when a light supper is served, after which 
the children go to their homes. As a consequence of this program, the 
child receives but one meal at home. This should be a light lunch at 
the regular supper hour. 

Each day the school nurse visits the children, and at stated inter- 
vals the doctor makes inspection. He re-examines each child in order 
to determine the improvement and to decide whether or not he may 
take up the work in the regular schoolroom. (It is generally best for 




Eest in the open air gives strength and refreshment to mind and 
body. 

(Courtesy of Miss Emma Borowski, Open Air School, South Manchester, 
Conn.) 



a child to remain in an open air school for a whole year.) Each week 
the children are weighed and a gain is eagerly looked for. 

Lessons in cleanliness of body and teeth, in the importance of fresh 
air at all times, of exercise of the whole body, of deep breathing, all 
receive practical demonstration at some time of the day. If it is pos- 
sible for shower baths to be given at the school, so much the better. 
The children love them. 

Instruction in handwork and gardening may be given and is much 
enjoyed. It can easily be seen that the scheme is capable of endless 
variation and can be adapted to any sort of condition. 



12 



Bulletin of the Extension Division 





Work in the school garden is an enjoyable and healthful exercise. 



RESULTS 

No comment is needed as to the results obtained from the treat- 
ment of tuberculous children in the open air. They are too well known. 
But what is to be said of those other children suffering from malnutri- 
tion, anaemia, chorea, lack of appetite, indigestion, neuralgia, nervous- 
ness, chest pains, headaches, heart trouble, impaired nutrition, relaxed 
skin and muscles, and chronic fatigue? Reports from various schools 
all tell the same story. From seventy-five to ninety per cent of such 
children attending open air schools show improvement. The regular 
routine, with fresh air and nourishing food, brings about in the pupils 
an almost immediate visible result. The eyes brighten, the step becomes 
elastic, headaches disappear, studies and play are entered into with more 
vigor, and the whole mental and physical tone is raised. Gain is made 
in weight — from one-fourth to one-half pound each week. The blood 
gains in hemoglobin, showing a higher type of activity in the whole 
body. Teachers say that "snuffling" disappears, the children have few 
colds, and never does a contagious disease "go thru" a room. Nervous- 
ness grows less and in time vanishes. Best of all, as the child improves 
in health, his school work becomes better, and instead of being a "re- 
tarded pupil" he finds himself abreast of those in his grade. He is 
happy and contented, likes his school, and is much more tractable. 

Other unexpected results follow which are none the less quite 
valuable. What cares the open air school child if it rains or blows or 
snows? Experience has shown him how to take care of himself so that 
he can enjoy his work under any conditions. Suppose at dinner food 
is served that he has never eaten before. Experience again has taught 
that all food served at school is good and appetizing, and that one can 
learn to like what has previously been disliked. Her mother says that 
Hattie never ate potatoes before she attended the open air school, and 
that now she cannot give her enough. John's mother can hardly be- 
lieve that he drinks nearly a pint of milk at school each day. Knives 



Open Air Schools 



13 



and forks are handled with the same ease as a spoon, and Paul dis- 
covers that even tho he is only six years old he can keep his food on 
his plate and eat as quietly and politely as his teacher. Lizzie has 
found out that people do not shout for food, but instead say quietly, 
"Mary, please pass the bread", or "I should like the butter, please." In 
some schools the pupils take great pride in setting the table and in 
serving the meal correctly and decently. 

The influence of the open air school extends to the homes of the 
children. From listening to their talk, parents gradually come to 
realize that their duty is not done with merely getting John and Mary 
up in time for school. Their food must be nourishing and given at 
regular intervals, their clothing hygienic, their sleeping hours of suf- 
ficient length, and their rest undisturbed. Parents begin to study their 
children and think of things never noticed before. 

FOLLOW UP WORK 

That all the good accomplished in an open air school is greatly 
diminished by lack of cooperation in the home is shown by the fact 
that most schools record a loss in weight in the children from Friday 
to Monday. The "Monday cold" caused by lack of fresh air in the 
homes is also common. One of the most important parts of the work 
may be called the "education of the parent". We have already men- 
tioned the fact of the child's influence in the home. But it is useless 



■ : : :; ::: ; . ;; ; |: 




Singing, as a means of developing the lungs, is an important part 
of the open air school daily program. 
(Courtesy of Miss Belle Roberts, Open Air School, Sunnyside, Oak- 

landon, Ind.) 



14 Bulletin of the Extension Division 

for him to urge having the windows open at night if his mother is 
unconvinced of its necessity, or is superstitious about night air. 

The school nurse and the teacher can here render an important 
service. The homes must be visited and interest aroused. The teacher 
can impress upon the parent that, if permanent and speedy benefit is 
to be gained by attendance at an open air school, there are several 
things the child must do. He must eat healthful meals, especially 
breakfasts, instead of the all-too-common cup of coffee and piece of pie. 
Because coffee contains unwholesome properties, the open air school 
child must drink milk. Thus his body will grow and gain strength of 
bone and muscle. If he is hungry between meals, a piece of bread and 
butter (an excellent food) will satisfy him, and candy should be eaten 
only directly after dinner or supper. The open air school child must 
retire early, preferably in a cot by himself. The room must be well 
ventilated, the window open at top and bottom. Visiting the homes of 
the open air school children is so very important that the teacher might 
well be excused from schoolroom duty a few hours each week in order 
that she might increase the efficiency of the school in the home. 

Home visiting may be supplemented by a Mothers' Club composed 
of the mothers of the open air school children. The club meetings should 
be conducted according to parliamentary law, held at regular intervals, 
and kept educational in character; the program may include a talk on 
some health problem, such as ventilation of the home, care of young 
children, diseases of children, care of the teeth, etc. Tea and wafers, 
served after the discussion, aid greatly in promoting a social at- 
mosphere, and in adding to the popularity of the meetings. 

SUGGESTIONS FOR RURAL COMMUNITIES 

We are accustomed to think that country children are more healthy 
than city children. But is this true? Dr. James A. Nydegger, surgeon 
of the United States Public Health Service, as a result of his investi- 
gations brought to light (1915) the following facts: that children 
afflicted with tuberculosis are almost four times as numerous in the ■ 
country as in the city; that eye defects in country school children are 
four times as numerous as in city school children, ear defects more 
than five times as numerous, enlarged tonsils four times as prevalent, 
and curvature of the spine twenty times more prevalent. Dr. Nydegger 
also asserts that from sixty-five per cent to seventy per cent of the 
children in the United States are in country schools. 

Dr. Mabel Carney, professor in Columbia University, in reporting 
(1921) on her investigations does not make the difference in health 
between country and city children quite so great as does Dr. Nydegger. 
She discovers the country children suffering from similar handicaps, 
and in addition from defective teeth and malnutrition. She says that 
the country child has one-half the health protection that the city child 
has. In the light of these facts, and with the knowledge of the great 
benefit of fresh air to the physically unfit, comes the question, why not 
the open air school, and its attendant advantages in the country? But 



Open Air Schools 



15 



in a school of nine or fourteen children it is not possible to give the 
three or six frail ones a separate school with equipment. Like a flash 
conies the solution of the problem, If good for some, why not good for 
all? However, the thoughtful person understanding conditions in most 
rural districts realizes that the problem of the health of our country- 
children will not be solved by advocating offhand that every school be 
an open air school. What is the message of the open air school for the 
rural community? Each district can apply the information gained by 
experience in the cities to itself. The school authorities can begin by 
abolishing the ill-fitting desks and seats, the common drinking-cup, and 
a hand - towel. The employment of the school or public health nurse 
comes next. She may be paid either by public or private agencies, or 
both. Working with her, there should be the school physician, who 
makes examination in the schools and suggests care and treatment when 
necessary. Milk feeding and school lunches for the undernourished 
would follow quickly. Finally, we may hope that parents, fully aroused 
to the importance of their children's health, will insist upon getting rid 
of bad heating and imperfect ventilation and eventually open all the 
schoolroom windows wide. Then we shall have every rural school an 
open air school and every country child given a fair chance for health 
and a life of usefulness. 




Open air school children like to entertain their mothers and friends 
with little plays, — even Mother Goose rhymes may be used. 
(Courtesy of Miss Emma Borowski, Open Air School, South Manches- 
ter, Conn.) 



Open Air Schools in Indiana 



As is true of most states in our country, open air schools, or open 
window rooms, are maintained in several of the larger and some of the 
smaller towns in Indiana. 

INDIANAPOLIS 

The Theodore Potter Fresh Air School, on the Technical High 
School grounds, was established in October, 1914. The building has 
two schoolrooms, two restrooms, kitchen, dining-room, and office. About 
fifty children, predisposed to tuberculosis, attend. They receive two 
nourishing meals a day, and take a rest on cots in the afternoon. These 
pupils are under the daily supervision of the school nurse. They are 
weighed each month; and where the gain is unsatisfactory, reasons in 
each individual case are sought, and remedied as far as possible. 1 

At the Lucretia Mott School (No. 3), there are two open window 
rooms in which are about fifty-five ansemic and undernourished chil- 
dren. The rooms are heated, the windows thrown open, and the chil- 
dren wearing their out-of-door wraps, supplemented by blanket suits, 
continue the work of their different grades 3, 4, 5, 6, 7, 8. All of 
these children receive a lunch in the morning, and those who do not 
care to return home at noon eat their dinner at the school. This is a 
well-balanced nourishing meal prepared on the premises especially for 
the open window room children. The rooms, started in 1913, have been 
in session longer than any other open window rooms in the city. Ap- 
proximately four hundred children have attended during the nine years. 

Two open window rooms for ansemic children were begun in the 
Robert Dale Owen School (No. 12) in 1917. The rooms are heated, 
and the children, looking like little Eskimos in blanket coats and trous- 
ers, do the work of the regular schoolroom. There are six grades and 
two teachers. Monthly weight charts are kept with great interest on 
the part of teachers and pupils. 

A muslin window room for anaemic colored children is provided in 
the McCoy School. This room was started in February, 1917, and since 
that time sixty-five children have attended. Last year (1920-21) ten 
pupils were discharged as normal in health. 

The open window room in School No. 9 was begun in September, 
1921. This is a mixed class of thirty-five fifth grade children, not all 

1 It is expected that a new Theodore Potter open air school will be ready for occu- 
pancy in September, 1922. The plans have been very carefully worked out for the 
health, comfort, and convenience of all concerned in the daily routine of the school. 
Open air schools in about a dozen cities in the Middle West were visited, and many of 
the good features, and none of the objectionable ones, of these schools have been incor- 
porated into the plans for the new building. There will be provision made for one 
hundred children. It is hoped that future years will see -three more such schools in 
other parts of the city. 

(16) 



Open Air Schools 



17 



in need of special medical attention. Of the twenty-five children who 
were underweight, all but one has gained somewhat in weight, and two 
have gained nine pounds from September to February. 

In the James Whitcomb Riley School (No. 43) is a heated (60°) 
muslin window room which has been in session four years. Of the 
thirty-eight children attending some are ansemic and undernourished, 
but most of them are in normal health, having been assigned to the 
room because of the request of parents. With the exception of a few 
children admitted to the room because of vacancies occasioned by chil- 
dren moving out of the district, the same children have remained in 
the room for the four years, progressing each year in school work. No 
medical attention besides that given to other children in the James 
Whitcomb Riley School is given these particular children, but they do 
receive a hot lunch during the cold weather, cocoa or soup, with crack- 
ers. Because of the departmental system, these children will return to 
the regular schoolrooms next year It is hoped that other parents will 
realize the opportunity for their children, that the room may not be 
discontinued. 

FORT WAYNE 

From September, 1916, to June, 1921, an open air school was sup- 
ported in Fort Wayne, the school board and the Tuberculosis League 
dividing the work. In September, 1921, the school board assumed en- 
tire control. The open air school was discontinued and, instead, two 
open window rooms for anaemic children, and those disposed to tubercu- 
losis were begun. Sixty-two children are enrolled. The school physi- 




Holiday seasons give variation to the regular school routine. 
(Courtesy of Miss Belle Roberts, Open Air School, Sunnyside, Oak- 
landon, Ind.) 



2—21027 



18 



Bulletin of the Extension Division 




The story hour is one of the pleasantest times in the day. 
(Courtesy of Miss Julia E. Sullivan, Oliver School, South Bend, Ind.) 

cians and nurse look after the physical welfare of these children. It 
is intended that in the near future two or three more open window rooms 
will be in session, thus giving one such room at least to the four dif- 
ferent parts of the city. 

EVANSVILLE 

This city has an open window room for each school building. The 
one for the Henry Roosa School is in a portable building near the school. 
It was begun in April, 1921, and accommodates thirteen children suf- 
fering from anfemia and a predisposition to tuberculosis. The improve- 
ment in weight has been satisfactory and last year (1921) two children 
were discharged as normal in health. 

Near the Delaware School is also a portable building for the open 
window room. The room, accommodating twenty-two pupils, was opened 
in September, 1921, for children showing a tendency to tuberculosis. 
At the morning lunch, milk is supplied free to these children. If they 
bring food from home for the noon meal, the teacher can heat it on 
the stove furnished as a part of the school equipment. There is a 
regular rest period. Cots are used. Last year six children were dis- 
charged as normal in health. 

The Carpenter School started an open window room for anaemic and 
pre-tuberculous children in March, 1921. Twenty-four children have 
been enrolled since the opening, and in October six were discharged as 
cured. A lunch of one pint of milk and three graham crackers is 
served each child each half-day. The lunch is followed by one half- 
hour rest period. 

In the Fulton School is an open window room, begun in September, 
1921, and accommodating twenty-one anaemic, pre-tuberculous children. 
They also have a milk lunch and have gained in weight, an average of 



Open Air Schools 19 

1 1/7 pounds. As is the case with the children in the other open win- 
dow rooms in Evansville, these children are under the care of the school 
physicians and nurse. 

In the Centennial School, the open window room was begun in 
January, 1920. This was the first to be started in the city. The ail- 
ments of the seventeen children attending are anaemia and tendency to 
tuberculosis. They are given milk at the school, and show an average 
gain of one pound a month. 

Stanley Hall School has its open window room. This was opened 
in September, 1920, for children predisposed to tuberculosis. In the 
year 1920-21 fourteen children, a large number, were discharged as 
normal in health. 

The children in the open window room at the Emma Roach School 
are suffering from anaemia, pre-tuberculosis, adenoids, and infected ton- 
sils. The room was started in September, 1921, with an enrollment of 
thirteen. As is true of the other open window room children in the 
city, they have a lunch of milk and crackers each day. 

SOUTH BEND 

The first open window room in this city was begun in the Wash- 
ington School in September, 1918. The total enrollment since the time 
of opening is 136. These children were recommended for the room by 
the school physician, because they were anaemic, undernourished, and 
inclined to tuberculosis. The pupils have two nourishing meals a day, 
at 10 a.m. and at 12:15, as well as a lunch at 3:15. There is a two- 
hour rest period after the noon meal. Temperatures are taken twice 
each week, and the children are weighed once a month. The improve- 
ment in many cases is rapid, and some children gain a great deal in 
weight, two pounds being reported as the average each month. 

The new Oliver School (1922) has two open window rooms, partly 
heated. The suite consists of the large classrooms, storeroom, kitchen, 
and restroom. The health of the forty undernourished, pre-tuberculous 
children is carefully supervised by the school physician and nurse who 
are aided in their efforts by an expert dietitian hired by the school 
board. The children rest each day on what is known as the Dardenol- 
ney. Because of the cold winds blowing from the marshes of St. Joseph 
County, it was found impossible to keep the children warm on the cots 
generally in use in open air schools. To remedy this, it was suggested 
that the children sleep on the floor and the Dardenolney was evolved. 
This is a felt, canvas-covered pad, with flaps which tie over the child, 
who retains his Eskimo suit while taking the rest. The Dardenolney 
is very light, can easily be rolled up and stowed away and has been 
found most satisfactory for the purpose' for which it was designed. 
The program followed each day is the same as that of the Washington 
School. ■ ; ! I V \'\ If 



20 Bulletin of the Extension Division 



M 



Children thrive in the fresh air and sunshine of winter, just as 
they do in the fresh air and sunshine of summer. 
(Courtesy of Miss Naomi Blosser, Public Health Nurse, Goshen, Ind.) 

GOSHEN 

The underweight, undernourished, anaemic, and pre-tuberculous chil- 
dren are cared for in this town by means of an open air room. This 
room was started in the fall of 1921 with a capacity of eighteen chil- 
dren. The children show satisfactory gain in weight and improvement 
in school work. The nurse reports that mothers in many cases are fol- 
lowing at home suggestions made at school for the improvement of the 
health of the children. 

MARION 

Provision for two open window rooms accommodating fifty children 
has been made in the plans for a new school building which will be 
ready for occupancy in September, 1922. 

TUBERCULOSIS CAMPS 

As may be expected, open air schools are maintained in connection 
with tuberculosis sanatoria. At Sunnyside, Oaklandon, the school was 
organized in September, 1918, under the supervision of the county 
superintendent of schools, for those children having tuberculosis in an 
active form, or who had been directly exposed to it in their families. 
The school has seats for twenty children who are being led on the 
road to health by a carefully planned program of fresh air, rest, and 
nourishing food. Of the one hundred and four children enrolled since 
opening, sixty-eight have been discharged as normal in health. 



Open Air Schools 21 

At Boehne Camp, Evansville, is also an open air school for tuber- 
culous children. The fourteen children attending receive the same kind 
of careful supervision by nurse and physician as do the children at 
Sunnyside. The authorities are well pleased with the rate of improve- 
ment. 

The records of all the schools described show that in some places in 
Indiana much is being done for the frail, undernourished child. What 
a fine thing it would be, if all the school systems in our state would 
give to the physically subnormal child an opportunity to return to health 
by means of fresh air, rest, and nourishing food! 



Appendix 



TABLE OF AGES, HEIGHTS, AND WEIGHTS 1 

The following table of heights and weights of children is taken from 
the weighing and measuring test card issued by the Children's Bureau, 
Department of Labor, United States of America: 



Age 


Be 


YS 


Girls 


Height, Inches i Weight, Pounds 


Height, Inches i Weight, Pounds 


6 


43.8 
45.7 
47.8 
49.7 
51.7 
53.3 
55.1 
57.2 
59.9 
62.3 
65.0 


45.2 
49.1 
53.9 
59.2 
65.3 
70.2 
76.9 
84.8 
94.9 
107.1 
121.0 


43.4 
45.5 
47.6 
49.4 
51.3 
53.4 
55.9 
58.2 
59.9 
61.1 
61.6 


43.3 


7 


47.5 


8 


52.0 


9 


57.1 


10 


62.4 


11 


68.8 


12 

13 

14 


78.3 
88.7 
98.4 


15 

16 


106.1 
112.0 



"Approximate equivalents of decimal fractions of a pound in ounces — 
0.1, iy 2 ; 0.2, 3; 0.3, 4V 2 ; 0.4, 6; 0.5, 8; 0.6, 9%; 0.7, 11; 0.8, 12%; 
0.9, 14; 1.0, 16. 

"A variation of from 1 to 2 pounds from the averages given in 
the table above should not be considered abnormal." 

This table will be of value to the teacher desirous of discovering 
those of the children in her care who are undernourished. Dr. William 
R. P. Emerson and Dr. Thomas D. Wood, both nationally known au- 
thorities on the subject of nutrition, agree that "Children habitually 
seven per cent or more underweight for their height are not only under- 
nourished but malnourished, retarded in both height and weight from 
one to four years." Thus the girl of fourteen years — 59.9 (normal 
height) — 22 lbs. underweight is 22.4 per cent underweight, a truly 
alarming condition. 

These tables of heights and weights prepared by Dr. Thomas D. 
Wood may be fovrnd to be more valuable than the foregoing one. These 
give the variations in height for the different ages of girls and boys 
and the corresponding variation in weight. For instance, a girl of 
six years, 39 inches in height, should weigh 35 pounds. If she is 42 
inches in height, she should, according to the following table, weigh 41 
pounds. 



1 The complete table of weights and measures from which this material is taken 
may be procured from the Children's Bureau, Department of Labor, United States of 
America. 

(22) 



Open Air Schools 

HEIGHT AND WEIGHT TABLE FOR GIRLS 



23 



Height. Inches 


5 

Yrs 


6 
Yrs 


7 
Yrs 


8 
Yrs 


9 

Yrs 


10 
Yrs 


11 
Yrs 


12 
Yrs 


13 
Yrs 


14 
Yrs 


15 
Yrs 


16 

Yrs 


17 
Yrs 


18 
Yrs 


39 


34 
36 
38 
40 
42 
44 
46 
48 


35 
37 
39 
41 
42 
45 
47 
48 
49 
51 
53 


36 
38 
40 
42 
43 
45 
47 
49 
50 
52 
54 
56 
59 
62 


43 
44 
46 
48 
50 
51 
53 
55 
57 
60 
63 
66 
68 


49 

51 
52 
54 
56 
58 
61 
64 
67 
69 
72 
76 


53 
55 
57 
59 
62 
65 
68 
70 
73 
77 
81 
85 
89 


56 
58 
60 
63 
66 
6S 
71 
74 
78 
82 
86 
90 
94 
99 
104 
109 


61 

64 

67 

69 

72 

75 

79 

83 

87 

91 

95 

101 

106 

111 

115 

117 

119 


70 

73 

76 

SO 

84 

88 

93 

97 

102 

107 

112 

117 

119 

121 

124 

126 

129 


77 
81 
85 
89 
94 
99 
104 
109 
113 
118 
120 

199 

126 
12S 
131 
134 
138 


86 
90 
95 
100 
106 
111 
115 
119 
122 
124 
127 
130 
133 
136 
140 
145 


91 
96 
102 
108 
113 
117 
120 
123 
126 
128 
132 
135 
138 
142 
147 


98 
104 
109 
114 
118 
121 
124 
127 
129 
133 
136 
139 
143 
148 




40 




41... 




42... 




43 




44 




45 




46 




47 




48 






49 






50 






51 








52 








53 








54 










55 










56 












57 












58 














59 














60 












106 
111 
115 
119 
122 
125 
128 
130 


61 














62 














63 














64 














65 
















66 
















67 
















68 


















69 


















137 


70 


















71 




















144 


72 




















149 


1 























24 



Bulletin of the Extension Division 



HEIGHT AND WEIGHT TABLE FOR BOYS 



Height, Inches 


5 
Yrs 


6 

Yrs 


7 
Yrs 


8 

Yrs 


9 

Yrs 


10 
Yrs 


11 
Yrs 


12 

Yrs 


13 
Yrs 


14 

Yrs 


15 
Yrs 


16 
Yrs 


17 

Yrs 


18 

Yrs 


39 

40 

41 

42 

43 

44 

45 

46 


35 
37 
39 
41 
43 
45 
47 
48 


36 
38 
40 
42 
44 
46 
47 
49 
51 
53 
55 


37 
39 
41 
43 
45 
46 
48 
50 
52 
54 
56 
58 
60 
62 


44 
46 
47 
48 
50 
52 
55 
57 
59 
61 
63 
66 
69 


49 
51 
53 
55 
58 
60 
62 
64 
67 
70 
73 
77 


54 
56 
58 
60 
63 
65 
68 
71 
74 
78 
81 
84 
87 
91 


57 
59 
61 
64 
67 
69 
72 
75 
79 
82 
85 
88 
92 
95 
100 
105 


62 
65 
68 
70 
73 
76 
80 
83 
86 
89 
93 
97 
102 
107 
113 


71 
74 
77 
81 
84 
87 
90 
94 
99 
104 
109 
115 
120 
125 
130 
134 
138 


78 

82 

85 

88 

92 

97 

102 

106 

111 

117 

122 

126 

130 

135 

139 

142 

147 

152 

157 

162 


86 
90 
94 
99 
104 
109 
114 
118 
123 
127 
132 
136 
140 
144 
149 
154 
159 
164 
169 
174 


91 
96 
101 
106 
111 
115 
119 
124 
128 
133 
137 
141 
145 
150 
155 
160 
165 
170 
175 


97 
102 
108 
113 
117 
120 
125 
129 
134 
138 
142 
146 
151 
156 
161 
166 
171 
176 




47.... 




48... 






49. . . . 






50. . . 






51 








52 








53... 








54 










55 










56 












57 












58 














59 














60 














61 












110 


62 














116 


63 














119 


64 














122 


65 
















126 


66 


















130 


67 


















135 


68 


















139 


69 


















143 


70 


















147 


71 




















152 


72 




















157 


73 




















162 


74 




















167 


75 




















172 


76 






















177 



























About What a GIRL Should Gain Each Month. 



Age 

5 to 8 6 oz. 

8 to 11 8oz. 

11 to 14 12 oz. 



Age 

14 to 16 8oz. 

16 to 18 4oz. 



About What a BOY Should Gain Each Month. 



Age 

5 to 8 6oz. 

8 to 12 8oz. 



Age 

12to'16 16 oz. 

16 to 18 Soz. 



Weight and measures should be taken without shoes, and in only the usual indoor clothes. 



Open Air Schools 25 

TOPICS FOR MOTHERS' MEETINGS 

The topics below are suggested as suitable for open air school 
mothers' meetings. It is desirable that these subjects be presented with 
special reference to the open air school child. 

1. The open air school idea. 

2. Care of the teeth. 

3. Care of the eyes. 

4. Home nursing and care of the sick. 

5. Tuberculosis — the care and cure of the patient in the home. 

6. Tonsils and adenoids and their relation to health. 

7. Home ventilation. 

8. Principles of a well-balanced, nutritional diet. 

9. Preparation of food in the home. 

10. Milk. 

11. Hygiene and proper clothing for the child. 

12. Discipline and management of children. 

13. The child and the moving picture. 

14. Birds, wild flowers, and other out-of-door interests. 

15. Home gardens. 

Package libraries on any of the above subjects will be sent free of 
charge to anyone addressing request to the Bureau of Public Discus- 
sion, Extension Division, Indiana University, Bloomington, Ind. 



26 Bulletin of the Extension Division 

EQUIPMENT 

Equipment for the open air school child may be obtained at the 
following places: 
Eskimo suits — 

Marshall Field and Co., Chicago, 111. 

Elizabeth McCormick Memorial Fund, 315 Plymouth Court, Chi- 
cago, 111. 
Sitting bags 2 — 

F. C. Huyck and Son, Albany, N.Y. 
Sleeping bags 2 — 

F. C. Huyck and Son, Albany, N.Y. 
Cots— 

These can be ordered thru any furniture dealer. 
Blankets — 

Regular folding army cots with army blanket can be obtained from 

any army store. 

These may also be bought at any large department store or mail- 
order house. 
Sheep-skin shoes — 

These can usually be ordered thru a shoe dealer. 
Adjustable desks — 

These can be ordered from any firm dealing in school furniture. 
Platform for desk — 

Platforms can be made by any carpenter or school janitor and the 

desks screwed to them. 
Tooth-brushes — 

The children can furnish these or they can be bought at wholesale 

from drygoods or drug store. 

Orange sticks or tooth picks for cleaning the finger nails may be 

secured at a nominal cost. 



This bag used for each purpose. 



Open Air Schools 27 

BIBLIOGRAPHY 



Ayres, L. P. Open Air Schools. An account of the history and prog- 
ress of the movement in our own and other countries. 

Ayres, L. P. Laggards in Our Schools. Parallel drawn between chil- 
dren who are repeating the grade and those having physical defects. 

Ayres, L. P. Open Air Schools, in Cyclopaedia of Education. Paul 
Munro (Ed.). Short account of the history, administrative expense 
incurred, and need for these schools. 

Baker, S. Josephine. Open Air Classes in Public Schools of New York 
City during 1919, in Bulletin of Department of Health of City of 
New York, Oct., 1920. Account of the "follow-up work" especially 



Barrows, Franklin W. Open Window Schools in Buffalo, in Fourth In- 
ternational Congress on School Hygiene Transactions, Vol. 2, 1913. 
Report of the experiment in Buffalo, daily routine, and results. 

Bryan, James E. The Anaemic Pupil, in National Education Association 
Bulletin, 1915. Discussion of treatment in open window rooms and 
its beneficial effect on the anaemic child. 

Bryant, L. S. Is Your Child Hungry? in Good Housekeeping, Oct., 1919. 
Difference is shown between plenty of food and plenty of nourish- 
ing food; importance of the nutritious school lunch. 

Bryant, L. S. School Feeding. Excellent work giving information about 
school feeding in different European countries and our own; rea- 
sons for malnutrition in children and treatment of same by means 
of proper food. 

Clark, Talliferro. Physical Care of Rural School Children, in National 
Education Association Bulletin, 1916. A plea for medical inspec- 
tion in the country schools. 

Curtis, E. W. Outdoor Schools in Pedagogical Seminary, Vol. 16, 1909. 
Description of open air schools in Charlottenburg and other parts 
of Germany, in England, and in United States at Providence and 
Boston. 

Cornell, Walter S. Health and Medical Inspection of School Children. 
A book every teacher should read. Pages 115-128, The Open Air 
School; pages 155-173, Ventilation; pages 479-503, Nutrition, espe- 
cially applicable to subjects discussed in this bulletin. 

Dresslar, Fletcher B. School Hygiene. An excellent book for teachers. 
Chap. X, The Need of Pure Air; Chap. XI, Ventilation; Chap. XII, 
Open Air Schools; Chap. XIII, Heating of Schoolrooms; and Chap. 
XIV, Humidity in the Schoolroom, especially recommended. 

Dresslar, Fletcher B. Open Air Schools. Bulletin of Department of 
Interior, Bureau of Education, 1916, No. 23. Excellent history and 
review of the whole subject of open air schools in our own and 
foreign countries. 

Edmondson, Edna H. Feeding Children at School. Bulletin of the Ex- 
tension Division, Indiana University. Information concerning the 
methods employed in different parts of Indiana, and a description 
of suitable and nourishing food to be served in well-balanced menus. 



28 Bulletin of the Extension Division 

Emerson, William R. P. Scales, a Tape Measure, and Conservation, in 
New Republic, June 29, 1918. Excellent article on identification and 
treatment of malnutrition. 

Emerson, William R. P. Health, the School Child, in Bulletin of the 
United States Department of Labor, No. 60. Discussion of nutri- 
tion classes and clinics, pages 238-247. 

Fisher, Dorothy C. A Peep into the Educational Future, in The Out- 
look, Sept. 22, 1915. Contrast shown between children living on a 
farm and in modern city home. Description of the open air school 
of the future where each child has an appointed task. 

Foerste, August F. Open Air Schools, in Monthly Bulletin of Ohio 
State Board of Health, Mar., 1912. Comparison of number of chil- 
dren actually attending open air schools with those who should 
attend. 

Hadler, Hazel. Open Air Schools for Normal Children, in Century, 
Nov., 1915. Entertaining account of the importance and extent 
of the open air school movement. 

Hetherington, Mrs. Clark W. Demonstration Play School of University 
of California, in National Education Association Bulletin, 1916. 
Description of school where children learn to work by playing. 

Holmes, George J. Result of Open Air Treatment in Public Schools of 
Newark, N.J., in Fourth International Congress on School Hygiene 
Transactions, Vol. 2, 1913. Account of progress and results of the 
open air schools for tuberculous and anaemic children. 

Hutchinson, Woods. Fresh Air in School and Elsewhere, in Indiana 
State Teachers' Association Proceedings, 1911. Argument for fresh 
air at all times for growing children. 

Keyes, Harold B. Effect of Outdoor and Indoor School Life on Physical 
and Mental Condition of Children, in Fourth International Congress 
of School Hygiene Transactions, Vol. 2, 1913. Record of an experi- 
ment conducted in Horace Mann School with two groups of children 
as nearly alike as possible, one group working indoors, the other 
outdoors. 

Kingsley, Sherman C. Open Air Crusaders, 1910, 1913. Full particu- 
lars of the pioneer in open air schools, the Elizabeth McCormick 
Open Air School. 

Kingsley, Sherman C. Open Air and Open Window Rooms, in Edu- 
cational Hygiene. L. W. Rapeer (Ed.). Chap. XV deals with im- 
portance of fresh air in treatment of tuberculosis. 

Kingsley, Sherman C. (See F. B. Dresslar, Open Air Schools.) 

Knopf, T. A. Open Air Schools, in Fifteenth International Congress on 
Hygiene and Demography. Plea for prevention and cure of tuber- 
culosis in childhood and for open air schools for all children. 

Koch, Felix J. Going to School on the Roof, in Journal of Outdoor Life, 
Oct., 1915. Interesting account of an open air school in Cincinnati. 

Koch, Harry I. A Real Open Air School, in Town Development, Apr., 
1916. History of the experiment in Allentown, Pa. 



Open Air Schools i 29 

Johnson, George Woodruff. Effects of School Life on the Health of 
Children, in North American Review, June, 1906. Discussion of the 
various diseases, especially those of the nervous system, resulting 
from pressure of school work on children thruout the grades. 

Lasher, G. S. Safeguarding Rural Children, in Fourth International 
Congress on School Hygiene Transactions, Vol. 2, 1913. Excellent 
lecture giving recommendations for improvement in rural schools 
and describing methods employed by state of Michigan for raising 
the standard of education. 

Lee, F. S. Fresh Air, in Popular Science Monthly, Apr., 1914. Excel- 
lent scientific article contrasting fresh air with bad air. 

Lobel, Jacob. (See Baker, S. Josephine.) 

Lord, Mabel Delano. Anaemic Children in Open Air School, in The 
Survey, Apr. 22, 1911. Description of summer school for anaemic 
children at Castle Island, Boston. 

Lusk, Graham. Nutrition of Adolescence, in Bulletin of Department of 
Labor, Children's Bureau, No. 60. Discussion of elements in food 
necessary for growth and development of the child. 

Mangold, George B. Problems of Child Welfare. Part II, Chap. Ill, 
Tubercular and Anaemic Children, especially recommended. 

Manny, Frank A. A Scale for Marking Nutrition, in School and So- 
ciety, Jan. 22, 1916. Article giving full and valuable information 
about grading children in regard to nutrition. 

Manny, Frank A. Defective Nutrition and the Standard of Living, in 
The Survey, Mar. 30, 1918. The results of study of school children 
in Grammercy District in New York showing undernourishment to 
be the result of ignorance and poverty. 

Marcus, Leopold. Open Air Classes in the Public Schools, in Monthly 
Bulletin of the Department of Health, City of New York, June, 
1921. Complete description of this work for the year, kinds of 
children admitted, results, follow-up work, plans for the next year. 

McDonald, Robert A. F. Open Air Schools, in Adjustment of School 
Organization to Population Groups. Chap. IX excellent on open 
air school idea. 

Nydegger, James A. What are we going to do about it? in American 
City, Sept., 1919. Argument showing that the health handicap of 
the child in the country school is greater than that of the child in 
the city school. 

Perrin, H. Ambrose. Open Air Schooling, in American City, Mar., 1918. 
Description of open air school in Jacksonville, 111. 

Richards, Byron V. The Schoolroom Window, in Fourth International 
Congress of School Hygiene Transactions, Vol. 2, 1913. Article ad- 
vocating a schoolroom window that can be opened. 

Roach, Walter M. Vitalizing School Children, in Fourth International 
Congress of School Hygiene Transactions, Vol. 2, 1913. Record of 
tests made in Philadelphia with two groups of third grade children, 
one studying indoors, one outdoors, and neither group fed at school. 



30 Bulletin of the Extension Division 

Robertson, Charles. Open Air School in Scientific Pedagogy, in Fourth 
International Congress of School Hygiene Transactions, Vol. 2, 1913. 
Discussion of results of open air schools and description of open 
air schools in Buenos Aires. 

Sargeant, E. Shepley. What's in a Pagoda? in New Republic, Apr. 1, 
1916. Story of the Phoebe Ann Thorne model open air school for 
normal children at Bryn Mawr, Pa. 

Spencer, Mrs. Anna G. Fresh Air School, in Delineator, Oct., 1911. 
Article written in popular style on activities of open air school 
children. 

Talbot, W. P. Physical Basis of Attention, in Bulletin of National Edu- 
cation Association, 1908. Excellent argument in favor of medical 
inspection and treatment for all children and especially the back- 
ward ones. 

Tefft, Burton S. Rural School Hygiene in Michigan, in Fourth Inter- 
national Congress on School Hygiene Transactions, Vol. 2, 1913. 
Lecture telling of investigations of school conditions revealing great 
need for medical inspection in country schools. 

Todd, J. B. Cloth Window Open Air Schools, in School and Society, 
Aug. 28, 1915. Account favoring screening the windows of the 
schoolroom with cloth. 

Tupper, Harriet. Need of Fresh Air Classes in Public Schools, in Na- 
tional Education Association. Bulletin, 1916. Article showing need 
of the anaemic child for large amount of fresh air. 

Upton, Mrs. S. M. H. Open Air Schools, in Teachers' College Record, 
May, 1914. Interesting review of open air schools giving contribu- 
tion each has made to the progress of the movement. 

Van Pelt, John O. Architecture of Open Air Schools, in Fourth Inter- 
national Congress on School Hygiene Transactions, Vol. 2, 1913. 

Explanation of different types of construction of open air schools, and 
their relation to the health and comfort of the children. 

Vidal. Antoine. (See Robertson, Charles.) 

Warren, B. S. Open Air Schools for Prevention and Cure of Tubercu- 
losis among Children, in U.S. Public Health Bulletin, No. 58, Oct., 
1912. Bulletin giving information about location, equipment of 
buildings with plan of St. Louis open air school, and selection and 
treatment of children with records to be kept. 

Watt, William E. Open Air. Excellent book emphasizing the need of 
fresh air, especially in the schoolroom, and showing also that much 
of ill health of school children, and consequent loss of time in school, 
is caused by breathing bad air the greater part of the day. 

Watt, William E. Making Children Resistant to Fatigue and Disease, 
in Indiana State Teachers' Association Proceedings, 1911. L. T. 
Turpin (Ed.). Lecture demonstrating importance of fresh air and 
rest in daily working program as a means of combating and elim- 
inating fatigue. 

Wellman, Mabel T. (See Edmondson, Edna H.) 



Open Air Schools 31 

Wile, Ira C. Cost of Educating the Underfed, in School and Society, 
Dec. 30, 1916. Parallel drawn between the malnourished child and 
the retarded one in the schools. 

Wood, Alice D. Building up the Malnourished Child, in The Public 
Health Nurse, Dec, 1921. Description of the handling of the prob- 
lem in the Chicago schools, particular attention given to reasons for 
malnutrition quoted from Dr. Emerson. 

Wood, Thomas D. Health Examinations and the School Nurse, in Bul- 
letin of Department of Labor, Children's Bureau, No. 60. Article 
on importance of observation and examination of school children as 
a cure and prevention of disease. 

Wood, Harry W T arren. General Science — A Bibliography for General 
Science Teachers, Bulletin of Extension Division, Indiana Univer- 
sity. On pages 11-19 are described several books containing infor- 
mation on subjects mentioned in this bulletin. 

Woodruff, Ogden. Fresh Air Schools in New York City,— A Compara- 
tive Study, in Fourth International Congress on School Hygiene 
Transactions, Vol. 2, 1913. Comprehensive comparison of children 
in the different open air schools in regard to height, weight, hemo- 
globin, with and without school feeding, from homes of poverty and 
comfort. 

The Open Air School Movement in Indiana. Issued by the Indiana State 
Board of Health cooperating with the Indiana Society for the Pre- 
vention of Tuberculosis. Description of the aims and purposes of 
open air schools, and accounts of these schools in Indiana. 

Open Air Schools. Bulletin of the Russell Sage Foundation, Division of 
Education. Bulletin chiefly interesting for its la^|e number of ex- 
cellent pictures of various open air schools in U.M. 

First Report of Open Air School Committee, Civic Club of Allegheny 
County, Pittsburgh, Pa, History and report of open air school for 
anamiic and frail children in Pittsburgh, with facsimiles of pupils' 
health card and some letters written by the pupils about the open 
air school. 

The Country Child's Handicap, in The Literary Digest, Aug. 21, 1921. 
Comments on article by Mable Carney in the New York Tribune 
in which she asserts that the country child suffers both physically 
and mentally from untrained and underpaid teachers. 



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